Introduction to Computer Technology Vocabulary
- students learn about common technology concepts
Proficiency 1: Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use.
The student demonstrates proficiency in investigating, discussing, and explaining why computers, networks, and information must be protected from viruses, vandalism, and intrusion, both malicious and mischievous.
Students learn about the following concepts Trojan Horse, Virus, Worm, IP Address, Spyware, Malicious
Proficiency 3: Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse.
The student demonstrates proficiency in respecting the work of others in the online community (copyright, Fair Use, attributions)
Students learn about the following concepts Commercial, Intellectual Property, Photo Citation, Cite/Citation, Copyright,
Proficiency 9: Demonstrate an understanding of concepts underlying hardware, software, and connectivity and of practical applications to learning and problem solving.
The student demonstrates proficiency in identifying and discussing terms/concepts associated with safe, effective, and efficient use of the Internet (e.g., password, firewalls, Spam, security, Fair Use, AUP/IUPs).
Students learn about the following concepts Broadband, URL, Spam, Hyperlink,
The student demonstrates proficiency in the use of technology terms/concepts to explain the strategies used to collect, organize and present findings for assignments/projects.
Students learn about the following concepts Vertical, Multimedia, Broadcast, Calculate, Horizontal, Font, Calculate, Formula, Average, Nonlinear, Linear, Superscript, Ascending, Descending, Most Efficient, Criteria, Text, Relevant
NCSCOS Objectives: The Computer Technology SCOS stresses Vocabulary. A word wall of 32 high concept words will be used through out the year to help students gain fluency with the terms.
1.02 Use technology terms/concepts to describe and explain strategies used to collect, organize, and present findings for assignments/projects. (1)
1.07 Use knowledge of database terms/concepts, functions, and operations to explain strategies used to organize, analyze, and report information in content area assignments. (2)
1.10 Use spreadsheet and graphing terms/concepts to present and explain content area assignments. (3)
1.13 Review and use WP/DTP terms/concepts to describe and explain how assignments/projects were created. (4)
1.16 Use multimedia terms/concepts correctly to describe and explain projects/products.
1.19 Use appropriate terms/concepts to describe telecommunications tools and resources used to develop and complete assignments. (6)
Dates/Duration of Unit:
• 1st Week of September Sept 8-14
• One lesson and then used as bell ringer and exit slip material
Teacher/Student Technology:
• Microsoft Office Word Processing Program,
• Internet,
Smartboard student usage- review game
Resources:
• Word Wall
• Student created vocabulary file
Methods:
A. Bell Ringer- Why Vocabulary is Important? - After students sign in, they will work in small groups and complete a worksheet titled “What Would You Do?” about different Internet scams and what they would do if they encountered the particular item. The purpose of the exercise is to demonstrate to students that understanding what they read on the Internet is important for them. It will give the computer teacher time to help students log into the computer.
Methods continued:
B. Students Create Personal Vocabulary Files- Teacher will demonstrate how to open and save a Word document file. Students will be creating their own vocabulary study sheet. While they will copy and paste the definition, they will have to find a picture that matches the word and create a sentence using the word correctly. The teacher will guide them through the first word, Intellectual Property. Every time students are in the lab, they will work on their Vocabulary word file after they sign in. It will give the computer teacher time to help students log into the computer.
C. Preview of Year’s Vocabulary Words: Group Word Wall Exercise- Students will work in small groups of four and complete a Word Wall scavenger hunt. They will need to match the word to its definition. There are six Word Wall stations set up in the room. Each station has between four to eight words scrambled for the students to match. Students will be told that they are not expected to know all of the words, it is a preview of the words they will need to know. They will count the words they missed as an formative assessment.
D. Group Jeopardy Game Review- Students will be in the same groups and will play a Smartboard Jeopardy Game. Scores will be given for the correct answers and the teacher will be able to see which words are more difficult for them to understand.
E. Students Create Personal Vocabulary Files- Students will work on their Personal Vocabulary files if there is any class time left.
Assessments:
Formative: Group Word Wall Exercise (see C)
Group Jeopardy Game Review (see D)
Summative: Personal Vocabulary File (see B)
Day 1 “I can…”
• I can tell you why I need to read items carefully on the Internet.
• I can tell you what IP or Intellectual Property is.
• I can tell you I will work on my Vocabulary file every class period after I sign in.
At the end of this unit students will be able to say “I can…”
• I can tell you “Why I need to read items carefully on the Internet.”
• I can tell you “What different technology vocabulary words mean.”
• I can tell you ”I will work on my Vocabulary file every class period after I sign in.”
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